Unit

Writing Workshop--Problem Solution Essay

Local Objective

At the end of this unit, students will be able to...

a.  Use appropriate prewriting and drafting skills to create a problem-solving essay.

b.  Revise the problem-solution essay by clarifying statements, elaborating on details, and adjusting the tone.

c.  Reflect on and assess one's writing process and problem-solution essay.

Objective used to evaluate students


Yes

Assessment Activity

1.  The students will be assessed by participating in class discussions and completing each step of the writing process.  Students will be assessed on their ability to use appropriate prewriting and drafting skills to create a problem-solving essay, to revise the problem-solution essay by clarifying statements, to elaborating on details, to adjusting the tone, and to reflect on and assess one's writing process and problem-solution essay.

Level of Expectation

80%

List of concepts and Evaluation Types


ConceptEvaluation Type
Final WritingPE

Learning Activity

The students will:

1.  Participate in a discussion on a simple problem specific to the classroom.  Brainstorm steps to solving your issue.  Vote on which solution you think is best to solve the issue.

2.  Brainstorm a problem you would like the research and jot down ideas about the problem and ways to solve that problem.

3.  Consider a few things before writing.  One: what is the problem, two: who will your audience be, three: what choices of solutions are available, four: what tone do you need to use, and five: how can I pursuade my audience.

4.  Using the writing process, write your rough draft.  Start with a strong beginning, show your problem, show your proposed solutions, show how you can handle objections, and end on a strong note.

5.  Once paper has been written, check your paper with the content and organization guidelines.  Make necessary revisions and write a final draft.

6.  Include your final draft in your writing portfolio.

Instructional Method

The teacher will:

1.  Guide students as they discuss a simple problem specific to the classroom before tackling a larger issue.  Guide students as they brainstorm steps toward solving their issue.  Have students vote on the solution that they think was best to solve the issue.

2.  Assist students as they brainstorm and jot down ideas about problems they have encountered.  Encourage students to think about problems they've experienced, school problems, or even city problems.  Assist students as they freewrite ideas.

3.  In beginning to write their paper, students need to consider several things.  One: thier problem, two: their audience, three: their solutions, four: their tone, and five: how can they pursuade.

4.  Assist students as they write their rough draft.  They must start with a strong beginning.  Help the to show the problem, propose their solutions, handle objections, and end on a strong note.

5.  Assist students with comparing their rough drafts to the content and organization guidelines.  Discuss and necessary revisions and guide students as they write their final drafts.

6.  Collect student writings to be added into writing porfolios.

Content Standards

CA 1, CA 4

Process Standards

1.8, 2.2, 2.1, 2.6, 4.8, 1.6

Equity/Workplace Readiness


MSIP CodeMSIP Indicator
R/IResearch/Information Skills

Resources

Holt Elements of Literature

Markerboard

Correction Exercise

Tutoring

Peer Coaching

Spell Check

Special Needs

Tutoring

Peer Coaching

Modified Assignments

GLEs v1.0


GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
CA/2/1/A/07/aCommunication ArtsWritingApply a writing process in composing textWriting ProcessGrade 7Follow a writing process to - create appropriate graphic organizers to provide a structure for information - apply writing process to write effectively in various forms and types of writing
CA/2/2/B/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsCapitalizationGrade 7Use conventions of capitalization in written text - titles (magazines, newspapers, songs, works of art - proper nouns (brand names of products, nationalities)
CA/2/2/C/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsPunctuationGrade 7In composing text, use - comma rules for punctuating various sentence structures - correct format in writing titles - quotation marks in dialogue - lons in business letter salutations
CA/2/2/D/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsParts of SpeechGrade 7Use parts of speech correctly in written text - pronouns and antecedents - consistent verb tense
CA/2/2/E/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsSpellingGrade 7In writing, use dictionary, spell-check and other resources to spell correctly
CA/2/2/F/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsSentence ConstructionGrade 7In composing text, use - complex sentences in writing - precise and vivid language - editing to eliminate run-on sentences - cohesive devices
CA/2/3/E/07/aCommunication ArtsWritingWrite effectively in various forms and types of writingAudience and PurposeGrade 7Compose texts - that contain a created chart, graph and/or other graphic organizer based on printed information - and write a formal business letter and address an envelope - that address two different audiences and purposes using appropriate forms (e.g., explain the differences between seventh grade and second grade to a parent and to a second grader)

GLEs v2.0 and CLEs


GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
CA/W/1/A/7/a.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to use appropriate pre-writing strategies as needed
CA/W/1/A/7/b.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to generate a draft
CA/W/1/A/7/c.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice
CA/W/1/A/7/d.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to edit for conventions (W2E)
CA/W/1/A/7/e.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to share writing
CA/W/2/A/7/a.Communication ArtsWritingCompose well-developed textAudience and Purpose7th GradeCompose text showing awareness of audience
CA/W/2/A/7/b.Communication ArtsWritingCompose well-developed textAudience and Purpose7th GradeCompose text choosing a form appropriate to topic and specific audience
CA/W/2/C/7/d.Communication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with a variety of sentence structures, including complex sentences
CA/W/2/C/7/eCommunication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with cohesive devices, especially transitions
CA/W/2/D/7/a.Communication ArtsWritingCompose well-developed textWord Choice7th GradeCompose text using precise and vivid language
CA/W/2/E/7/a.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, capitalize within dialogue
CA/W/2/E/7/b.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, use commas and quotation marks in dialogue, and semi-colon in compound sentences
CA/W/2/E/7/c.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, use correct agreement of pronoun and antecedent, and consistent verb tense
CA/W/2/E/7/d.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, use standard spelling and classroom resources, including dictionary, to edit for correct spelling
CA/W/2/E/7/e.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, write legibly

Objective Notes/Essential Questions


DateNote/Question
6/25/2007 11:04:05 AM5)  Do you grab the readers' attention with a strong beginning?   Does your introduction state the problems clearly?      Do you provide details that describe the problem?      Does your essay propose a solution to the problem?      Does it examine the pros and cons of the solution?      Does your essay target your audience?      Are paragraphs arranged in order of importance?      Does the conclusion include a convincing call to action?